PNB-NAPEO Higher Education Delegation Algeria Morocco Tunisia

Building Higher Education Partnerships in the Maghreb

June 2012 Partners for a New Beginning The Aspen Institute Vanessa Zuabi Contents

Executive Summary ...... 1 Recommendations...... 3

Overview...... 4 Algeria...... 6 Morocco...... 8 Tunisia...... 10

PNB-NAPEO Recommendations & Action Plan ...... 12 Short Term Priorities (July 2012-January 2013) ...... 12 Long Term Action Items (June 2012-June 2013) ...... 14

Conclusion...... 16 Building Higher Education Partnerships in the Maghreb

Executive Summary

From June 2nd to 9th, 2012 the Partners for a New Beginning’s North Africa Partnership for Economic Opportunity Secretariat at the Aspen Institute (PNB- Meeting with private sector universities and companies in Algeria to discuss higher education partnership priorities NAPEO) led a Higher Education delegation to the Maghreb composed of representatives from six American universities, two education NGOs, and the The delegation included representatives from Wayne State US Department of State. Coordinated locally by the US University, the University of Texas at Austin, MIT’s Sloan School of Management, Council on Foreign Relations, American Embassy in Algeria, PNB-NAPEO Algeria, AMIDEAST- University, AMIDEAST, Babson College, the Aspen Institute’s Morocco, Injaz Al-Mahgrib and PNB-NAPEO Tunisia, College Excellence program, Nova Southeastern University, the delegation met with local universities, NGOs, and Soliya, and the US Department of State. business leaders in Algeria, Morocco, and Tunisia to In each of the three countries visited, similar overarching discuss the assets and challenges within each country’s themes emerged: education system as well as priorities for reform. The Quality of Education primary objective of this delegation was to seed partnerships between the participating American In the Maghreb, the primary focus of the private and public sector is to improve the overall quality of education. Across institutions and local universities. the board, education curricula in the region focus too heavily on rote memorization, lacking sufficient attention to critical thinking, innovation, or creativity. Moreover, curricula are often out of date and do not match current labor market trends and Across the board, curricula in the Maghreb skill demands. Past education reform in the region has improved focus too heavily on rote memorization, access to K-12 education, but the curricula does not adequately lacking adequate attention to critical prepare students for either higher education or the workforce. thinking, innovation, or creativity . Disconnect Between K-12 and Higher Education Curricula

There are few linkages between K-12 and university curricula, creating a disadvantage for Maghreb students entering higher education institutions. At the K-12 level, more attention needs to be given to developing critical thinking, teamwork, leadership, and English language skills to ensure that students are prepared for higher education, and later on, the workforce.

PNB-NAPEO Higher Education Delegation Executive Summary 1 Building Higher Education Partnerships in the Maghreb

Private Sector Skills Gap

An important issue across the region is the poor alignment between universities and industry. This gap prevents universities from adapting their curricula to meet labor market demand and teaching necessary private sector skills such as communication and leadership skills.

Research and Graduate Studies

Governments have placed a heavy emphasis on “knowledge- based” fields such as engineering, technology, and biomedical sciences, among others. As a result, increased government funding has been allocated towards research for doctoral Panel at Tunis Business School on higher education with candidates in these sectors. There does not appear to be the Ambassador Gordon Gray, former U.S. Ambassador to same level of resources being allocated towards research and Tunisia, Dr. Saleh Ben Abdullah, Dean, Tunis Business graduate studies in the social sciences, arts, or humanities. School, Amel Bouchamaoui, President, Tunisian American Chamber of Commerce, and Kris Balderston, English Language Special Representative, Global Partnerships Initiative, US Department of State English language courses and training are an essential component of efforts to prepare students to work in the private sector, and more broadly the global market. Currently, English- Development of Entrepreneurship and Business speaking professors and students are in scarce supply, but Curricula efforts are underway to encourage students to learn English. Programs offered by AMIDEAST and the British Council are also Universities are prioritizing the development of becoming increasingly popular. entrepreneurship and business curricula through greater course offerings on these subjects. A number of universities in English language training should begin in elementary school the region are eager to build partnerships with international in order to be most effective. Delivering education in Arabic institutions that can share best practices and curricula that offer remains a regional priority, and this may pose challenges to the highest quality of entrepreneurship and business education. fulfilling this goal. American participants in the delegation came away Quality of Professors from meetings with the impression that business and entrepreneurship curricula in the region is focused too heavily A major concern in the region is the dearth of high-quality on the technical/financial side of managing a business (i.e., professors. Professors often do not have up-to-date curricula, accounting, marketing) at the expense of developing other nor do they understand shifting labor market trends and how “soft” skills that are fundamental for entrepreneurs, such as these trends impact educational requirements. There is little creativity, critical thinking, and problem solving. Liberal arts incentive for professors to improve the quality of their teaching, courses are usually most effective in promoting these soft skills, especially in the case of public institutions, where professors are and a strong business curriculum should contain both technical guaranteed salary and benefits regardless of teaching quality. A and liberal arts elements. number of higher education entities in the Maghreb expressed an interest in bringing American faculty to the region. Faculty Action Learning exchanges could serve both to address the undersupply of quality teachers and increase the quality of instruction by Action learning courses have been identified as a high priority local professors through mentorship and training. Professors for business and entrepreneurship education in the region. It in the region stand to benefit from faculty exchanges with US is necessary to provide students the opportunity to conduct institutions by receiving support in developing their curricula, hands-on projects with private sector partners as a part of enhancing their teaching methods, and improving their English their university education in order to “practice” real world language skills. These types of exchange programs could entrepreneurship and business skills. This type of action- also support the sharing of best practices and other teacher learning initiative can serve as an effective tool for equipping development priorities. students for their post-university life and employment.

2 Executive Summary PNB-NAPEO Higher Education Delegation Building Higher Education Partnerships in the Maghreb

Recommendations

In light of the themes that emerged from the delegation’s with an American university. For example, Injaz Al-Maghrib conversations in the region, PNB-NAPEO Secretariat would like is a well-established organization that is ready to work to offer the following recommendations for higher education with American counterparts to expand its successful partnerships with local institutions in the Maghreb: entrepreneurship training programs for students.

Short Term (June 2012-January 2013) Long Term (June 2012-June 2013)

ÂÂ Build Partnerships Based on Local Priorities and ÂÂ Build a Consortium of Higher Education Institutions Local Ideas: When developing a partnership or project, in the US and the Maghreb: The purpose behind this local ownership is critical for sustainability and success. consortium would be for its members to work together to Local partners should be in the driver’s seat of project build out partnerships between American and Maghreb implementation because they better understand the local higher education institutions that address local Maghreb context and needs. priorities.

ÂÂ Begin with a Small but Feasible Exchange Program ÂÂ Develop Partnerships with Community Colleges to between an American and Local University: Launching Enhance Technical Education: Much of the delegation pilot programs in the initial stages lead to long term focused on undergraduate and graduate level education sustainability. Starting with a smaller program will enable in business and the sciences. However, interest was relationships to develop between individuals, creating also expressed in fostering linkages between American champions at each university that strive to build out their community colleges — particularly their technical respective institution’s partnerships. An example of this education programs — and vocational training efforts in the approach would be an exchange program in which two Maghreb. professors (one American and one in the Maghreb) agree to virtually co-teach a course. With the success of one ÂÂ Engage the Private Sector: It is important to work as such course, subsequent partnership opportunities will be closely as possible with the private sector and maintain viewed more favorably and have a higher chance of being its involvement in the development of partnerships and supported. projects that support higher education. The engagement of private sector entities will allow for long term impact in ÂÂ Utilize Virtual Technology Exchange: The use of virtual the areas of skill building, mentoring and coaching, and technology is an easy and relatively low-cost way to begin financing. co-teaching through teleconferencing, offer online courses taught by faculty from the US, provide English language ÂÂ Engage the Public Sector on Policy Issues: In order to training, and share online textbooks and course syllabi. develop wide-spread education reform, particularly in public sector universities and vocational training institutes, the ÂÂ Leverage Existing Programs and Institutions to Foster public sector needs to remain engaged and supportive of Partnerships and Connections: There are numerous efforts to promote curriculum development and exchange existing programs in the region already producing results opportunities. that could be expanded or enhanced through partnership ÂÂ Tap into the Potential of the Diaspora: The diaspora has expertise and resources that can be applied towards the development of educational opportunities, including by PNB-NAPEO has facilitated partnerships serving as a source of mentors and coaches, and providing between Intel Corporation and Microsoft financial resources. Corporation with our local PNB-NAPEO ÂÂ Establish Anchor Partners: Before seeking funding Tunisia chapter to implement FICRA, a for any educational partnership, it is critical to recruit local priority project that will expand several flagship partners with a deep commitment to the initiative. The inclusion of credible partners — particularly entrepreneurship training in public multinational companies or other private sector entities with universities . a strategic interest in supporting higher education efforts — will make the initiative more sustainable. In turn, the project will become more attractive in the eyes of possible funders.

PNB-NAPEO Higher Education Delegation Executive Summary 3 Building Higher Education Partnerships in the Maghreb

Overview

The rate of youth unemployment in North Africa is One of the primary obstacles to addressing unemployment higher than any other region in the world. According is the gap between university graduate skill sets and labor market demand. Most students who complete their education to the International Labour Organisation, whereas the in the Maghreb do not possess the hard or soft skills necessary global youth unemployment rate is 12.7%, in Algeria to be hired by private companies and compete in the global economy.4 Linkage between universities and the private sector the average is 24.3%, in Morocco 30%, and in Tunisia is critical to ensure that curriculum and skills-training meets it is 31% as of 2011.1 These statistics are exacerbated labor market demand. This linkage is also important for creating by steadily increasing numbers of youth who lack the an educational ecosystem that encourages opportunities for students to engage with the private sector directly skills needed to match the private sector’s needs, and a through activities such as student internships, job placement, growing gap between the rate of job creation and the mentorship, coaching, and others. demand for employment by the youth. The events of Governments in each country of the Maghreb are reevaluating the Arab Spring highlighted the critical need to address the education system and moving forward with reform youth unemployment — particularly among university agendas, with a particular emphasis on supporting education reform through international partnerships. Public, private and graduates — which has become a key priority for the multi-stakeholder partnerships are believed to produce the Maghreb. best results because the linkage between the private sector and universities allow for curriculum development to match market needs. Evidence also suggests that programs implemented The governments in the Maghreb are investing heavily in by the government alone often do not take private sector skill education, with an average of 5% of their total GDP and 20% of demand into account and are therefore less effective.5 total government budgets being allocated towards this sector; however, government efforts to expand access to education have often sacrificed quality for quantity.2 Currently, students educated in local Maghreb institutions are not internationally or regionally competitive. Tunisia, the country with the most advanced education system in the Maghreb, has an average score on the international student assessment that is 20% below the OECD average.3 This statistic reflects one of the key themes that emerged during the delegation: curricula in the region focus on rote memorization rather than critical thinking and problem solving.

4 Overview PNB-NAPEO Higher Education Delegation Building Higher Education Partnerships in the Maghreb

Partners for a New Beginning PNB and its partners have launched, expanded, or pledged support for more than 180 new projects since the partnership Partners for a New Beginning (PNB) is a public-private began in September 2010. In turn, these projects will have partnership operating in ten countries in which local boards impacted over 330,000 people, result in job training for over composed of business and civil society leaders determine 43,000 individuals, and will initiate over 21,000 new businesses priorities and projects for education and economic in the next five years. advancement. The local chapters in each of the PNB countries are supported by the PNB Secretariat at the Aspen Institute, as well as an international Steering Committee that is comprised Objective of PNB-NAPEO Higher Education of some of the most respected private and public sector leaders Delegation in the world today. Chaired by The Honorable Madeleine K. In response to the regional priority of supporting higher Albright, former US Secretary of State, members of the Steering education development in the Maghreb, the PNB-NAPEO Committee include Vice Chair Muhtar Kent, Chairman and CEO Secretariat at the Aspen Institute led a Higher Education of The Coca-Cola Company, Vice Chair Walter Isaacson, President Delegation to the region. The objective of the delegation was and CEO of the Aspen Institute, John Chambers, Chairman to further PNB-NAPEO’s ongoing efforts to build a network of and CEO of Cisco, and President and CEO of Intel, Paul Otellini universities, colleges, NGOs and private companies interested in among others. PNB’s distinguished network is a significant creating partnerships with educational institutions in the region, asset in efforts to match PNB local chapter partners with US in order to enhance educational opportunities for youth. and international organizations to advance priorities in their respective countries. Participants included representatives from MIT’s Sloan School of Management, Babson College, Wayne State University, Within the PNB structure, a regionally focused initiative known University of Texas at Austin, American University, AMIDEAST, as the US North Africa Partnership for Economic Opportunity the Aspen Institute’s College Excellence Program, Soliya, Council (PNB-NAPEO) was established to foster entrepreneurship and on Foreign Relations and the US Department of State. job creation in North Africa. The historic events that have taken place in the region underscore the importance and timeliness of PNB-NAPEO. This initiative has the potential to play a crucial role in bolstering intra-regional cooperation on strategic economic issues through partnerships engaging the public and private sectors.

The Aspen Institute serves as the Secretariat of PNB (and PNB-NAPEO) and supports PNB local chapters by connecting them with US and international partners that can help advance their priorities. The Aspen Institute carries out this mission by leveraging its significant convening power to mobilize thought leaders on key issues relevant for PNB local chapters, engaging with the public sector to influence policy makers, and working with the private sector and international financial institutions in order to catalyze investment opportunities.

PNB-NAPEO Higher Education Delegation Overview 5 Building Higher Education Partnerships in the Maghreb

Algeria

Algerian Higher Education System Overview In Algeria, the delegation engaged in conversations with HEC Algiers, University of Constantine, Management Development Since the year 2000, the government of Algeria has engaged International, University of Algiers, University of Science and in a significant effort to reform its education system. In 2004, Technology Houari Boumediene Polytechnic, among others. The the government implemented the License, Master’s, Doctorate outcome of these conversations is outlined below. (LMD) system in order to better integrate Algeria into the global education system. Currently, there are 1.3 million Algerian students spread across 90 higher education institutions, taught Assets by 42,000 professors. By 2015, the Deputy Minister of Education ÂÂ There is an enormous amount of energy and will in Algeria, projects that there will be three million university students in both from the public and private sectors, to develop the higher education system.6 Because public education in partnerships with US educational entities. The Algerians Algeria is free, the government must prepare both to meet the are especially interested in initiatives that support faculty growing demands being placed on the education system by exchange, curriculum development and sharing of best an expanding population and improve the overall quality of the practices to improve education, including through the education. budding private education sector. The Algerian government has a strong interest in creating ÂÂ Both the government and the private sector are willing synergies between universities, the government, and the and able to dedicate resources for partnerships and private sector. The Ministry of Higher Education is eager to exchange programs in the short term. For example, the build partnerships that train faculty to speak English, establish Algerian diaspora is becoming heavily engaged in providing exchanges for doctoral students, create virtual exchange resources, expertise and mentoring support in the higher opportunities, and support curriculum enhancement for education sphere. Channeling the resources of the diaspora entrepreneurship and business programs. into enhancing the education sector is a key priority and can be a useful tool in building partnerships in the country.

ÂÂ In Algeria, several PNB-NAPEO partnerships have already begun to yield results. These partnerships provide a foundation and lessons learned for future initiatives. One such example is the Ibn Khaldoun Exchange, a project initiated by the PNB-NAPEO Algeria chapter which is the first inter-regional exchange to train students from Morocco, Tunisia and Algeria in entrepreneurship skills in English. Other existing partnerships include the Algeria Start-Up Initiative/Maghreb Start-Up Initiative and the Sidi Abdullah Incubator that houses approximately 35 technology start-up companies.

Meeting with the Ministry of Vocational Training in Algeria

6 Overview PNB-NAPEO Higher Education Delegation Building Higher Education Partnerships in the Maghreb

Key Takeaways Algerian universities are eager ÂÂ Algerian universities are eager to build partnerships with to build partnerships with US US institutions, particularly in the areas of entrepreneurship, institutions, particularly in the areas of business, and research specialties such as IT, biomedical entrepreneurship, business, and research sciences, and engineering. specialties such as IT, biomedical sciences, ÂÂ Exchanges and partnerships should focus on sectors that and engineering . enhance private sector skills development such as business skills, communication skills, and English language training.

ÂÂ Business incubators can play an important role in assisting Challenges young entrepreneurs in developing and expanding their businesses, as well as in bridging the gap between the skills ÂÂ Algeria lacks a uniform standard for curriculum across public of students and their capacity to start their own business. and private universities. Without a standard curricula, there There is a significant need for mentorship and coaching to is little basis by which to judge student performance on a support youth entrepreneurship. national level. In many cases degrees offered by universities do not match the requirements for the workforce. ÂÂ Faculty-to-faculty exchange is a significant priority in order to improve the quality of teaching, support curriculum ÂÂ A language gap has been created by the Algerian system development, and improve accreditation processes. because students conduct their K-12 education in Arabic and then receive most of their university education in ÂÂ With respect to student exchanges, short-term visits French. In addition, English is not a mandatory requirement of Algerians to the US are preferred by local Algerian at the university level, and is only offered as an optional institutions in order to prevent students from staying course. No courses are taught in English, except in some permanently in the US and fueling brain drain. Foreign Language Departments. Consequently, a large proportion of Algerian students do not speak English. ÂÂ Doctoral student exchange for research in the areas of Some universities have created English programs that have biomedical sciences, IT, and engineering is a priority for the produced mixed results. Ministry of Higher Education, and therefore many public universities. Significant public funding is being allocated ÂÂ Insufficient emphasis has historically been placed on soft towards scientific research in Algeria. skills such as critical thinking and leadership. ÂÂ There is interest in exploring virtual exchange opportunities ÂÂ Little cooperation currently exists between the local private due to its cost effectiveness. Virtual exchanges can serve sector companies and the universities. as a short-term approach for Algerian universities to build relationships with their American counterparts. ÂÂ Accreditation for students in Algerian universities is different than for students in US universities. Further work needs to be ÂÂ English language training is a very high priority for both done in order to allow students to participate in exchange public and private schools. programs between the US and the Maghreb, and receive credit for courses within these exchanges.

A significant need exists for establishing career centers in universities to help students identify job opportunities, draft resumes, conduct interviews and engage in other aspects of career building .

PNB-NAPEO Higher Education Delegation Overview 7 Building Higher Education Partnerships in the Maghreb

Morocco

Moroccan Higher Education System Overview The delegation met with the following institutions in Morocco: University Hassan II, Casablanca University, University The Moroccan education system allows for students to Mohammad V, Ecole Mohammadia Des Ingenieurs and Al- choose between two tracks for university education upon Akhwayn University. The discussions held led to the conclusions completion of high school. One track emulates the French outlined below. education model whereby students complete two years of preparatory work followed by entrance into the Grand Ecoles, the competitive, private university system, where they specialize Assets in an area of study. The other track available to students is the ÂÂ There is a strong history of American presence in Morocco, public university system, overseen by the Ministry of National including through institutions such as AMIDEAST, which Education, Higher Education, Executive Training and Scientific facilitates exchange programs and university partnerships. Research. Morocco has adopted the French model of License, The ability for international organizations to connect with Master’s, Doctorate in their university system. In total, there are local universities through AMIDEAST or similar entities helps 15 universities dispersed throughout the country. In addition simplify the process of building partnerships and facilitating to universities, there are numerous teacher training programs, exchange programs. technology institutes, and vocational training institutes. Vocational training institutes offer a wide variety of programs, ÂÂ There are many American students studying Arabic including industrial products design, building, accounting, and French in Morocco through established exchange and management, among others. The government is currently programs at universities such as Al-Akhwayn. Existing implementing various measures to improve access to education programs are typically short term or summer programs, for all regions of Morocco, as well as job training. but have nevertheless played a valuable role in laying the groundwork for future initiatives. Currently, Al-Akhwayn has The primary challenge for Moroccan university graduates is 40 partnerships with US universities. that while jobs are available, there is a disconnect between university graduates’ skills and the needs of the private sector. ÂÂ There are a number of existing programs carrying out great The education system in Morocco remains insufficient for work in higher education in Morocco. One such example is preparing students to enter the job market.7 Moreover, students Injaz Al Maghrib, an organization which trains students in are unwilling to consider employment in fields that are deemed entrepreneurship through programs in public high schools unsuitable or lower level. The majority of students study to and universities. become doctors and lawyers, of which there is a surplus in Morocco.

The Education Ministry is interested in promoting more exchanges between Morocco and the United States, but Ministry officials who met with the delegation expressed their opinion that Moroccan students need to better understand what they want to get out of their experience in the US as well as what they want to study.

Meeting with University Mohammad V in Rabat, Morocco

8 Overview PNB-NAPEO Higher Education Delegation Building Higher Education Partnerships in the Maghreb

Key Takeaways A primary challenge for the education ÂÂ There is great interest in faculty exchanges that would bring sector is ensuring that university graduates American professors to Moroccan universities to teach in are prepared with the necessary skills to English. meet job market needs . ÂÂ Course offerings in leadership skills and organizational management are a priority.

Challenges ÂÂ Universities would like greater access to quality text books and e-learning capabilities to enhance curricula for their ÂÂ There is little linkage between high school and university courses, especially in the fields of engineering and IT. education, which creates a disadvantage for high school ÂÂ The expansion of English language course offerings is a students entering university. More significant efforts must priority. be undertaken to reform K-12 education in order to prepare students for university education. ÂÂ A significant need exists for establishing career centers in public universities to help students identify job ÂÂ English is not always included in K-12 or university curricula opportunities, learn how to put together resumes, conduct as a mandatory requirement. As a result, many Moroccans interviews, and engage in other aspects of career-building. do not speak English. Some universities have created English programs that have produced mixed results. ÂÂ The Fulbright program, which promotes exchange between the US and countries world-wide, is an under-utilized ÂÂ French is the primary language spoken at most public resource in Morocco that has the potential to serve as a universities. For student and faculty exchange programs, this valuable tool for bringing high-quality faculty to Moroccan could be an obstacle. universities. ÂÂ There is little emphasis placed on soft skills such as critical thinking and leadership. Several faculty indicated that more effort should be placed on liberal arts education in order to enhance these skills.

ÂÂ Accreditation is different for Moroccan universities than it is in the US. This may preclude students from participating in exchange courses if they cannot receive credit.

PNB-NAPEO Higher Education Delegation Overview 9 Building Higher Education Partnerships in the Maghreb

Tunisia

Tunisian Higher Education Sector Overview Conversations in Tunisia led to the following conclusions.

Following the revolution in Tunisia in 2011, the public sector has placed a significant emphasis on improving the education Assets system. A primary challenge for the education sector in Tunisia ÂÂ Tunisia has the highest level of education in the region, is to ensure that university education adequately prepares and its institutions place a strong emphasis on curriculum graduates with the necessary skills to meet job market needs. development. The Tunisian government recognizes the In addition, urgency exists for creating more private sector jobs importance of not only developing technical skills, but also that can employ these graduates. This challenge is even more of providing an educational basis in liberal arts and critical acute in regions outside the capital, where resources and access thinking. to quality education is particularly low. ÂÂ Following the revolution, there is greater openness towards Currently, there are 178 public institutions of higher education considering innovative methods of curriculum development including 13 universities, 24 higher institutes of technological and skill-building for university students. studies and six higher institutes of teacher training. The remaining higher education institutions are subject-specific ÂÂ English is a high priority language in Tunisia and visible and operate under the cadre of one of the aforementioned efforts are being made to increase student capabilities. universities. The Ministry of Higher Education supervises 155 institutions, 23 of which are under joint supervision by the ÂÂ Existing programs include the PNB-NAPEO FICRA project led Higher Education Ministry in conjunction with other ministries. by the PNB-Tunisia local chapter in partnership with Intel The Ministry of Higher Education also recognizes 20 private Corporation and Microsoft Corporation, Babson College’s university level institutions. Special attention is being directed partnership with the Mediterranean School of Business, and towards the objectives of increasing the exchange between PNB-NAPEO’s Smart Center, a business incubator, housed at American and Tunisian students for the purposes of English the Tunis Business School. language training, sharing curriculum best practices in business and entrepreneurship, and augmenting research partnerships in knowledge-based disciplines such as IT, engineering, renewable energy, and bio-technology.

The PNB-NAPEO delegation met with universities from across the country, including the Tunis School of business, the Mediterranean School of Business, University of Sousse, University of Sfax, Esprit, and the University of Bizerte.

Meeting at University of Carthage in Tunis

10 Overview PNB-NAPEO Higher Education Delegation Building Higher Education Partnerships in the Maghreb

Key Takeaways In order to achieve sustainable ÂÂ Developing a high-quality liberal arts curriculum at the partnerships in the region, it’s important university level that can be integrated into the broader to launch initial pilot projects that create curricula for knowledge-based disciplines, such as business tangible results and set precedence for and engineering, is a major priority. larger scale initiatives . ÂÂ There is an immediate need to increase the number of English language courses available to students at the university level and below.

Challenges ÂÂ Faculty to faculty exchange is a priority, and Tunisians ÂÂ Similar to Algeria and Morocco, there is little linkage communicated a particular interest in programs that bring between high school and university curricula, causing American professors to Tunisia to teach in English. students to be unprepared when they enter university. ÂÂ Entrepreneurship and business curriculum development Serious efforts must be made to reform the curriculum for was also identified as a priority, with an emphasis on helping K-12 education. students develop innovative solutions to social problems ÂÂ There is little communication between universities and through their own business ideas. local industry in order to ensure that university education ÂÂ Programs aimed at cultivating leadership skills must be properly equips students to meet the labor needs of the developed and implemented on a large scale private sector. As a result, students are not graduating with the appropriate skills. ÂÂ Due to limited funding options within Tunisia, organizations must be creative in seeking sources of funding for ÂÂ University graduates from the current system lack sufficient educational programs outside of the country. training in communication and professional skills.

ÂÂ The curricula at all levels of education must be significantly reformed to support the development of critical thinking, creativity, innovation, and communication skills.

ÂÂ Given the status of the economy post-revolution, there is a scarcity of local resources available to support programs in education.

ÂÂ The accreditation process for Tunisian universities is different from the US system, and therefore may not allow for US students to gain credit for exchange programs in Tunisia.

PNB-NAPEO Higher Education Delegation Overview 11 Building Higher Education Partnerships in the Maghreb

PNB-NAPEO Recommendations & Action Plan

Based on the delegation’s conversations in the region, the PNB-NAPEO Secretariat arrived at the following recommendations for developing partnerships in higher education in the Maghreb.

Short Term Priorities (July 2012-January 2013)

Build Partnerships Based on Local Priorities and have access to multinationals and local businesses in Tunisia Local Ideas through TACC’s partnership. The Smart Center is looking for opportunities to partner with an American university When developing a partnership or project, local ownership that has experience in developing incubators. Wayne is critical for sustainability and success. Collaboration around State University, who joined the delegation, will explore a locally driven initiatives leads to a greater chance of long term partnership with TBS on developing the Smart Center in success for projects. conjunction with its in-house incubator, TechTown. Examples of Ongoing Local Projects and Action Items

ÂÂ FICRA (Arabic: idea) is a program in Tunisia in which students in their final year of university conduct a project on entrepreneurship. The program leads students through each step of creating a business — from developing an idea to writing a business plan and pitching investors. The PNB-NAPEO Secretariat connected the Tunisia local chapter with Intel Corporation and Microsoft, who have contributed towards the curriculum. Establishing new partnerships with US universities, along with the necessary funding, can help build out this project.

ÂÂ The Smart Center is a project housed at the Tunis Business School (TBS) in partnership with the Tunisian American Chamber of Commerce (TACC) and PNB-NAPEO Tunisia. Discussing higher education in Algeria with Josh Wyner, The Smart Center will serve as a business incubator that Executive Director, The Aspen Institute College Excellence will provide the local entrepreneurship community with Program access to resources, mentorship and coaching on how to develop their businesses. Young entrepreneurs will also

12 PNB-NAPEO Recommendations & Action Plan PNB-NAPEO Higher Education Delegation Building Higher Education Partnerships in the Maghreb

ÂÂ The PNB-NAPEO Algeria chapter is developing an Executive into each other’s classrooms twice a week to teach a course MBA course to be offered at the business school of HEC in hospitality management. The curriculum and syllabus were Algiers, a public university. The Algeria chapter is looking for co-created by both professors and the students were required an American business school that can offer expertise on an to work together virtually on a final project. The success of this Executive MBA curriculum, as well as bring professors to HEC course later led to larger exchange programs between the two through an exchange program. Local companies would pay universities. to have their employees take the course. MIT’s Sloan School of Management and Babson College are potential partners Action Items for this work. ÂÂ Following the PNB-NAPEO Higher Education Delegation, ÂÂ The PNB-NAPEO Algeria chapter initiated a yearly exchange Nova Southeastern University in Florida has expressed program in July 2012 that brought together youth from the interest in the possibility of creating a teleconference region to participate in English language entrepreneurship course that can be co-taught with professors from the and business development workshops. The Ibn Khaldoun Mediterranean School of Business and the Tunis School of Exchange program, as it is called, is the first program of its Business in Tunisia. kind in the region to teach entrepreneurship skills in English. ÂÂ Supporting curriculum development in local Maghreb Professors, MBA students, and others could serve as trainers universities through actions such as the sharing of course for workshops in next year’s program. curricula in business or training of local professors are ÂÂ The Algeria Start-Up Initiative (ASI) is a platform founded small but tangible approaches to building partnerships by the Algerian-American Diaspora from Silicon between two universities, and require minimal funding Valley to promote the creation of technology startups if executed via an online platform. MIT Sloan School of between Algeria and the US. ASI leverages its network of Management and Babson College are interested in sharing contacts across the Silicon Valley community to support curricula in entrepreneurship and business with universities entrepreneurs from Algeria. This model has been expanded in the region. The University of Texas at Austin’s College of through PNB-NAPEO’s Maghreb Start-Up Initiative, which Liberal Arts is also interested in partnering with Maghreb was launched in Morocco and Tunisia in May of 2012. universities in the area of curriculum development. Following the delegation, ASI is connecting with MIT Sloan School of Management to bring additional mentors and Virtual Technology Exchange trainers to work with young entrepreneurs. Utilizing virtual technology is a relatively easy way to begin ÂÂ Education For Employment has nonprofit affiliates operating co-teaching through teleconferencing, offering online courses in Morocco and Tunisia, providing country-specific with faculty from the US, sharing online textbooks and course programs that enable youth to develop the skills needed syllabi, and conducting English language training. One point to find private sector jobs or start a business, and give back to consider is that several universities in the region might to their community. EFE is a leader in addressing youth not be equipped with the proper technology to participate unemployment in the MENA region and has just won the in virtual exchanges; nevertheless, in the short term these Schwab Foundation Global Social Entrepreneurs Award. types of partnerships can help American universities develop EFE is also an active PNB-NAPEO partner and the primary relationships and linkages in the Maghreb that can be organizer of the Maghreb Startup Initiative in Morocco, expanded upon down the road. Algeria and Tunisia. Action Items

Begin With Small Scale Exchanges and Partnerships ÂÂ Exchange 2.0 is a coalition of organizations working to leverage communication technologies to enable every While the ultimate objective is to develop far-reaching university student to have a profound cross-cultural experience as partnerships between the US and Maghreb institutions, in part of their education. One member of this coalition, Soliya, order to achieve this, it is important to lay the groundwork by is an NGO that among other things operates the Connect producing tangible results through smaller-scale initiatives. Program, a semester-long virtual exchange program One example of this approach is an initiative in which the Aspen integrated into university courses at over 100 universities Institute worked with the Telos Group — a US NGO that seeks worldwide. The program facilitates dialogue between to educate Americans about the conflict between Palestinians students using an internet based video-conference platform, and Israelis — to facilitate a partnership between the University a rigorous curriculum, and the latest in international of Houston (UH) and Bethlehem University (BU) in Palestine. The education pedagogy. Following the Higher Education partnership began by developing a co-taught course where Delegation, Soliya hopes to expand this program to local a professor at UH and a professor at BU would teleconference universities in Tunisia and Algeria.

PNB-NAPEO Higher Education Delegation PNB-NAPEO Recommendations & Action Plan 13 Building Higher Education Partnerships in the Maghreb

Use Existing Institutions to Foster Partnerships educational institutions in the region made them an ideal and Connections partner to help place UT students.

Before developing a partnership, it’s important to conduct an assessment of existing local programs and partnerships. Work with the Diaspora from Each Country Delegations such as the one led by the PNB-NAPEO Secretariat Engaging the Maghreb’s diaspora is a key component to serve an important role in providing US entities with a building sustainable partnerships in the region. The diaspora comprehensive understanding of the broader local landscape has expertise and resources that can be used to help develop for higher education. These types of delegations create the opportunities in the education space. It is important to opportunity to leverage existing local initiatives to advance engage members of the diaspora to participate in projects and partnerships and priorities. delegations, as well as to serve as anchor partners to build out Action Items stronger ties between the US and local institutions. In addition, members of the diaspora can serve as mentors, coaches, ÂÂ English language training was identified as a major priority and provide financial resources for building out projects and by local partners in the Maghreb. Prior to the delegation, partnerships. the University of Texas (UT) at Austin was developing a pilot program to train students to teach English as a second Action Items language. As a result of the delegation, a partnership is ÂÂ In cooperation with AIDA (Algerian International Diaspora being developed between UT and AMIDEAST to bring Association), PNB-NAPEO will work to advance continued this course to the Maghreb. In the summer of 2013, UT’s higher education exchange programs between US pilot course will be launched for six weeks with students universities and Algerian universities. AIDA intends to utilize at their campus. Following their training, students will its extensive network to leverage expertise and finances for then be placed for six weeks in Morocco and/or Tunisia by the development of Algeria’s education initiatives. AMIDEAST. AMIDEAST’s connections with universities and

Long Term Action Items (June 2012-June 2013)

Building a Consortium of American Higher Develop Partnerships with Community Colleges Education Institutions for Partnerships and Technical Institutions

The PNB-NAPEO Secretariat at the Aspen Institute will work Much of the delegation focused on undergraduate and to build out the network of higher education institutions that graduate level education in business and the sciences. However, are looking to build partnerships in the Maghreb, as well as in interest was also expressed in fostering linkages between other PNB priority countries. The mission of this consortium American community colleges-particularly their technical will be to develop partnerships in the region that support local education programs-and vocational training efforts in the efforts to develop curricula, create cross-cultural exchanges for Maghreb. students, faculty-to-faculty exchanges and broader university partnerships. The consortium will also provide American higher In response to this interest, The PNB-NAPEO Secretariat will lead education institutions with direct links to the region and easy a 2nd Higher Education delegation to the Maghreb in early access to local partners, which in turn will create partnerships 2013 that will focus on community colleges and vocational for local projects. training.

The PNB-NAPEO Secretariat will engage with higher education Stay Connected with the Private Sector institutions within its network to bolster connections between these institutions and counterparts in the Maghreb, as well It is important to stay connected to the private sector and as facilitate follow-up roundtables, web-conferences and involve companies as much as possible in the development of delegations to the region. initiatives that support higher education. It is particularly key to include partners in the local private sector that can influence and guide content that focuses on local market needs for skills. Their buy-in will allow for long term impact in the areas of skill building, mentoring and coaching, and financing.

14 PNB-NAPEO Recommendations & Action Plan PNB-NAPEO Higher Education Delegation Building Higher Education Partnerships in the Maghreb

students would graduate with a Bachelor’s and a Master’s The Aspen Institute’s PNB-NAPEO degree from their home institution after five years. Once Secretariat will work to further build out Wayne State and its Algerian counterparts develop this model, it has the potential to be expanded significantly to the network of universities that are looking include a wide participation of universities in the US and to build partnerships across the Maghreb Algeria. and throughout PNB priority countries . Funding

It goes without saying that funding is a key component for Injaz al Maghrib serves as an example of a regional organization developing university partnerships and exchange programs, that has built a strong network of private sector companies and yet it remains a key challenge for the implementation of in Morocco that provide volunteer mentors and coaches for projects in the region. That said, in many cases even a small students developing businesses. The private sector coaches amount of funding can have an enormous impact on a local guide students from the start-up phase to exit phase of their community. business, and provide hands-on training in entrepreneurship Before seeking funding, it is important to build out a strong skills. network of partners that have an abiding interest in the project Action Items or exchange program. In particular, private sector partners that have a strategic interest and an established track record of ÂÂ The Smart Center, described previously and housed at the success in supporting higher education efforts will make the Tunis Business School, may be built up as a significant tool project or exchange program more sustainable. The project, for entrepreneurs in Tunisia if multinational companies in turn, will become more attractive in the eyes of possible join as partners. The PNB-NAPEO Secretariat is working to funders. identify potential partners to support the Smart Center, and several members of the PNB Steering Committee have It is critical for organizations implementing educational expressed a strong interest in this project. partnerships to invest heavily in a true partner relationship with potential funders. Program implementers seeking funding should avoid a posture of controlling all elements Importance of Regulatory Framework/Engaging and requirements of a program, but instead be open to the Public Sector ideas and priorities of a potential funder. Implementers must be willing to dedicate time to talking through questions, ideas Teachers and students both need the appropriate environment and challenges that potential funders may raise. This approach to apply the skills training they receive. Public sector buy-in and will help create a situation in which the ownership of the engagement is crucial to ensure the right conditions to practice project is shared by both the implementer and the funder. In those skills and flourish as entrepreneurs. turn, a greater incentive for the funding organization to invest Action Items significant time and resources in developing the project will be generated, which can also lead to the funder connecting the ÂÂ Conducting partnerships with public universities often implementing organization to other partners and sources of requires the engagement of the Ministry of Higher funding. Education in Algeria. During the delegation’s meeting with Ministry representatives, participants were encouraged to Engage with US Embassies in Country develop potential partnership opportunities with public universities that could be formalized in an MOU with the The US Embassy in each country can be very helpful in forging Ministry of Higher Education to create continuity and partnerships and relationships locally. It is beneficial for US broader support. entities to keep embassies engaged as conversations are advanced with local Maghreb organizations, or as specific ÂÂ One action item that emerged during the delegation was for initiatives are developed with universities in the region. In Wayne State University to work with Algerian universities to addition, the various embassies often administer local programs develop a 3+2 program in which Algerian students would that could serve as catalysts for new education partnerships complete their first three years of studies in Algeria and in country. For example, the US Embassy in Algeria was conclude their education with two years at Wayne State. Of the primary organizer and host for the PNB-NAPEO Higher these two years in the US, one would be dedicated towards Education Delegation’s visit to Algeria, in partnership with the intensive English training, and the second would focus on PNB-NAPEO Algeria local chapter. each student’s specific field of study. Ultimately, Algerian

PNB-NAPEO Higher Education Delegation PNB-NAPEO Recommendations & Action Plan 15 Building Higher Education Partnerships in the Maghreb

Conclusion

Building sustainable partnerships in higher education Follow-up Events is not an easy task. It requires the right mix of partners to truly invest in turning ideas into action. PNB- The PNB-NAPEO Secretariat will host the following roundtables, delegations and conferences in order to NAPEO strives to create an ecosystem where more further advance partnerships in higher education. partnerships and connections are not only possible, ÂÂ Fall 2012 but can flourish and have long-term impact. With Webinar on University Partnerships hosted by the the support of the US Department of State, the PNB- Aspen Institute, Washington, DC NAPEO Secretariat aims to create the conditions where ÂÂ October 2012 the US and local private sector partners can more easily English Language Training Roundtable work together to generate change on the ground in ÂÂ December 2012 the Maghreb. PNB Global Chapter Meeting/Global Entrepreneurship Program Conference, Dubai, United Arab Emirates

This report represents the beginning of what is intended to ÂÂ January 2012 be a long-term conversation. The higher education delegation 2nd Higher Education Delegation: Community to the Maghreb serves as a starting point for developing Colleges and Vocational Training a framework to build partnerships in the region. The PNB Secretariat will be conducting a series of follow-up activities, ÂÂ April 2013 including web-seminars and roundtables, to assess the impact 3rd US Maghreb Entrepreneurship Conference, of the delegation and advance the short term action items Tunis, Tunisia outlined in this report. These activities will be followed by in- person discussions on long term action items in the Maghreb. ÂÂ June 2013 The PNB-NAPEO Secretariat also intends to lead a second higher Follow-up Delegation to Maghreb education delegation to the Maghreb specifically focused on community colleges and vocational training.

16 Conclusion PNB-NAPEO Higher Education Delegation References

1 Uche Ordu, Aloysius; Kolster, Jacob; Matondo-Fundani, Nono. Tackling Youth Unemployment in the Maghreb. African Development Bank. 2011. http://www.africaneconomicoutlook.org/ fileadmin/uploads/aeo/PDF/TacklingYouthUnemploymentintheMaghreb_Brief.pdf

2 Lasen, Achey. Trading Unemployment for Bad Jobs in the Maghreb. Carnegie Endowment for International Peace. June 2010 Policy Brief. http://carnegieendowment.org/files/labor_ maghreb.pdf

3 Fundani-Matondo, Nono, Kolster, Jacob, Uche Ordo, Aloysius. Tackling Youth Unemployment in the Maghreb: Economic Brief. African Development Bank. 2011. http://www.afdb.org/ fileadmin/uploads/afdb/Documents/Publications/North%20Africa%20ch%C3%B4mage%20 Anglais%20ok_North%20Africa%20Quaterly%20Analytical.pdf

4 Sharma, Yojana. Making higher education relevant can unleash growth. University World News. March 6, 2012. http://www.universityworldnews.com/article.php?story=20120306215213618

5 ibid

6 Official Meeting with the Ministry of Higher Education and Scientific Research, Algeria

7 Bruder, Ron. Bridging the skills gap: Ron Bruder, Founder & CEO, Education For Employment Foundation, on youth unemployment. Oxford Business Group. 2009. http://www. oxfordbusinessgroup.com/news/bridging-skills-gap-ron-bruder-founder-ceo-education- employment-foundation-youth-unempl